Language Context and the English TeachingWord文档格式.docx
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Language Context and the English TeachingWord文档格式.docx
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Generallyspeaking,thelanguagecontextcanbedividedintotwomajortypes:
situationalcontextandsocioculturalcontext.
Riverssuggeststhatitemsoflanguageintotalisolationhavenofunction;
theyneedasystemandasettingtogivethembothfunctionandmeaning.Childrenoftenaskforthemeaningofawordinisolation,withoutseeingtheneedtoprovideanythingforit;
tooquickandtoocasualareplycanoftenhaveunexpectedconsequences.eg.Whenthechildaskswhatcricketisandyousayitisagame,andthendiscoverthatitwasa“cricket”inthecontextofinsects.Evenifweknowthestrictlinguistics,westillneedtocheckfurtherintothesituationandevenintothesocietyandculturetobesureofwhatitemofthelanguageisappropriateoracceptable.
Inanarrowsense,thelanguagecontextmeansthesituationalcontext.InHalliday’sopinion,thesituationalcontextsincludethesetting,thewayoftalking,andparticipants.ButHymesdividesitintoeightelements:
setting,role,function,notion,style,stressandintonation,grammar,vocabularyandlanguageaids.Thosefactorsaffecteachotheranddecidewhichlanguageformisappropriate.
Thesituationalcontextandsocioculturalcontextcan’tbeisolatedfromeachother.Incertainsocioculturalcontext,peoplemustobeytheparticularcommunicativeruleswhentheyuseacertainlanguage.Andinacertainsituationalcontext,peopleshouldnotonlypayattentiontothesocialcommunicationrulesbutalsoadjustthemselvesaccordingtothefactorsofthesituationalcontext.Thatis,thesituationalcontextandsocioculturalcontextaffecteachotherandarecomplementarytoeachother.
Ⅱ.Thelanguagecontextandthecommunicativecompetence
“Competence”isacentralissueinlinguistics,whetherintermsofabstractsyntactictheoryorintermsofsocialinteraction.AndHymesthinksthecommunicativecompetenceshouldincludefourtypes:
languagecompetence,sociolinguisticcompetence,strategiccompetence,andcontextcompetence.Ifweconsiderthelanguagecompetenceisthecoreofthelanguageteaching,thentheotherthreeabilitiesmustalsobetakenintoconsideration.
Wallworksuggeststhat“sociolinguisticcompetenceisnecessarytolanguagestudyandtoattempttostudylanguagewithoutsocietyislikestudyinganatomywithoutabody.”Aknowledgeofoursocietywillenableustopredictwithsomedegreeofaccuracytheprobabilityofcertainkindoflanguagebeingusedinanyparticularsituation,andconverselygiveasketchoflanguagewecanpredictwithsomereliability.eg.Gotoacountrywhereyouunderstandnotawordofthelanguagearoundyou.Butbyobservingthesocialcontextandlisteningtothenoises,youlearnthemeaning.Soonecan’tbesaidtoknowfullythemeaningofanylanguagewithoutknowingthesocialcontextinwhichitmayordoesoccur.WiddowsonalsopointsoutthattheEnglishteachingalsoinvolvesanunderstandingofthecommunicativevalueoflinguisticelementsincontextandthisisbasedonaknowledgeofhowtheseelementsmayserveasclueswhichcanbeinterpretedbyreferencetoshareconventionsofcommunication.SointheEnglishteaching,theteachersshouldtrainthestudents’sensitivitytojudgewhichlanguageformisrightincertainlanguagecontext.
Thecontextcompetenceandstrategiccompetencecanberealizedincertainlanguagecontextandhavetheireffectsoncommunication.Inanormallanguagecontext,weoftencommunicateindiscourse,notinasinglephraseorsentence.Alearnerwhocancommunicatewiththecorrectlanguageformshasastrongcontextcompetenceandknowshowtousethesignalstoconveytheinformationandconformittothemeaning.Andaccordingtothesesignals,theycanunderstandeachotherbetter.Indifferentlanguagecontexts,wecanalsomakeuseofthestrategiccompetencetostart,end,maintainorextendaconversation.Andthecommunicationstrategiesweoftenusedaresuchasavoidance,tolerance,suspenseandaccommodation.
Ⅲ.Howtosetthelanguagecontext
A.Useallkindsofteachingaids
Intheclassroom,studentsshouldbeprovidedwithachancetoexperiencethelanguageinmeaningfulwaysandtryouttheirskills,sotheteachersshouldtrytouseallkindsofteachingaidstosetthelanguagecontextforthestudents.Andweshouldnotonlybeacquaintedwiththeuseofflashcardsandwallpictures,butalsoweneedtolearntocollectandmakevisualaids,suchaspicturesfrommagazines,usedobjectslikecanandboxes,flannelboard,andstick-figures.Sowithapieceofchalk,objects,people,animals,settingsarecreatedontheblackboardandthestudents’interestandattentionarearoused.Arelaxedatmosphereiscreated.Anothertechniqueistouselaternslides,nottotellastorybuttocreatsituationswhenthestudentsareaskedtoactouttheirdialogueorplaytheirrolesagainstthebackgroundofarestaurant,street,playground.Wecanuseanover-headproject,thenthestudentscantalklikereal“nativespeakers”.Andwhenweusethepictures,weshouldknowthepicturewithaccompanyingvoicewillimpressthestudentsgreaterthanaprintedtextorthevoicealone.
B.Designallkindsofactivities
Theroleoftheteacherinacommunicativeclassroomisnotaninformerorasupervisorbutamanagerorhelper.Theteachersshouldtrytodesignallkindsofactivitiestohelpthestudentsperformorinteractamongthemselvesasmuchaspossible.Butdesigningacoursewhichpreparesstudentstointeractinspecificrolesinreal-lifesituationsrequiresthatthecoursedesignerfirstdiscoversthatwhatpartisplayedintheseactivitiesbythelanguageofdifferentkinds.Hemustfindoutwhat
topicscomeupoftenenoughtobeworthdiscussinginclass,andwemustalsobearinmindthekindofpeoplethepupilwilleventuallyhavetodealwith.Soweshouldletthestudentshavetheopportunitytolearn,andbecomeproficientinthegamesanddiversionsofEnglish-speakingpeople.Theyshouldbeabletoparticipateinverbalcompetitions,wheretherearespecialactivitiestobeassociatedwithfestivalsornationalholidays,studentsshouldbeabletoengagethemattheappropriatetime,decoratingtheChristmastreeandsingingChristmascarols,celebratingGuyFawkesDay,rollingeggsatEaster,dressingupfortrick-or-treat,preparingaThanks-givingdinneretc.Ontheotherhand,muchautonomousinteractioncantakeplaceattheEnglishlanguagestudents‘cluboratclassexcursionsandonpicnics.SowecanarrangesomevisitstoseeexhibitionsofAmericanorBritishpaintings,toeatatrestaurantswhichserveEnglishorAmericanspecialities,toseefilmsinEnglish,ortoattendperformancesbyvisitingtheatricalcompanies.Groupswithinclassmaytaketurnspreparingtypicalmealsandinvitingtheothers.Wealsoinvitesomeforeignguestsandstudentstohaveatalkwithus.AndstudentsshouldtrytoshowtheirtownsorschoolstoEnglish-speakingvisitorsortourists.Forthesecourses,activitiessuchasthosedescribedabovewillplungethestudentsintonormaluseoflanguage.
C.Useparalinguisticfeatures
Sometimeswhenwesetthelanguagecontext,usingparalinguisticfeaturessuchasgestures,facialexpressionsandsomeactionswillbemoreconvenientandvividthanusingteachingaidssuchaspicturesorslides.eg.InUnit5ofSB1A,whenweexplainhowtogrowcabbages,ifweusetheteachingaidssuchaspictures,orslides,itwilltakeusalotoftimetopreparetheteachingmaterialsbeforeclass.Butifweactouttheprocessofgrowingcabbagesinclasswithafewactions,thestudentswillunderstandtheprocessmorevividlyinashortwhile.Sonomatterwhenteacherspresent,demonstrate,drill,practisetheteachingmaterialweshouldpayattentiontousingparalinguisticfeaturesflexiblyandappropriately.AndparalinguisticfeaturesarecomplementarytotheteachingaidesintheEnglishteaching.
Ⅳ.Therulesofsettinglanguagecontext
Howtosetthelanguagecontextcorrectlyandflexiblybecomesaproblemwhichteachersareconcernedabout.
A.Thelanguagecontextmustbereal
Situationalteachingandmeaningteachingbothmeanthattheteachingmaterialsshouldbethosenormalutterancemadeinreal-lifesituationsandbepractisedinauthenticeverydaysituations.
B.Thelanguagecontextmustberelevant
Situationssetforpracticeshouldbethosewhichthestudentsarelikelytoencounterintheirpresentandfuturecommunication.Itisawasteoftimetoaskthemtodiscussproblemsbeyondtheirlevelofmaturityandknowledgeoftheworld.
C.Thelanguagecontextmustbedefinite
Whenwesetalanguagecontext,weshouldtakeallthefactorsoflanguagecontextintoaccount.Forexample,inashop,wecanstartaconversationbetweenshopkeepersandcustomers,andwecanalsostarttheconversationbetweenthecustomers.Thenwhatistheobjectiveoftheconversation?
Whatkindoflanguageformcanbeusedinthelanguagecontext?
Itrequiresthattheteachersmustgivesomeclearordefiniteexplanationtothestudents.Onlywhenthestudentsknowwhatkindofrolestheywillplayandwhattheobjectiveofthetalkingis,theycanavoidmechanicalmemorizationandbeabletostartafreeconversationinthelanguagecontext.
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